Hi James:
Great! I call these "change ups". Just something to break the funk and get back on track. Sometimes, even changing the activity is necessary.
Regards, Barry
Vary the teaching methods. If I get a sense that I am loosing the students interest it helps to change up the tone or tempo.
Hi Isaac:
Great exercise - I'm sure that leaves a lasting memory. More often, student sort of just "zone out" for a time. The trick here is to keep all students as fully engaged as possible for the entire period or lesson. Methods such as calling students, having them write answers on the white board, or engage with classmates in discussion groups leesens the chance of zoning out. Keeping busyu with physical movement, however that is accomplished works best.
Regards, Barry
Using course subject that relates to students opportunities to succeed motivate students to work hard. For example, in environmental science. i use a video showing how environmental pollution leads to extreme poverty in poor countries, showing poor students studying under trees and extreme weather conditions. My students realize how they are fortunate and never take any opportunity for granted, and at the same time apply this in course subject.
Hi Quebec:
Sometimes I'll ask myself how students got disengaged in the first place? Planning for continuous active engagement most often will avoid students drifting off.
But it happens. Change-ups, questioning, real work-related stories that lead back to the topic are a few methods I've used when I need to get all students refocused and on target.
Regards, Barry
Many times when students are off-task, it may be that the material is not being presented in a manner that easily comprehended. It helps for an instructor to either give a break and regroup or merely gain feedback from the students to determine their comprehension of the content. When an instructor steps back and reevaluates the content, it makes for better planning and helps the students gain what they need.
Much of my teaching involves breaking students into small groups. When I see that someone isn't as focused as they should be I make them Group Leader and assign them certain responsibilities. I find that when such students feel responsible in that way they become reabsorbed in the learning process.
I'm a story teller, and I like to tell stories that illustrate a point of discussion, or highlight a real work situation. Usually, the story is interesting enough to make the students "follow the plot" and at the same time, be unconsciously reengaging.
I like standing or sitting next to the disruptive students. It's funny how the "tough guys" get nervous around the teacher.
Hi Tina:
Group work is an excellent way to keep students engaged. Sometimes, we might also just ask direct questions to see what students will say.
Regards, Barry
Hi Don:
I think most would agree that a wayward student would be more likely to respond to encouragement from their peers than perhaps from an instructor.
But how do we ask the other students to do this?
Regards, Barry
I have found that direct, discreet, but nonconfrontive contact can help reinvigorate the student's interest, because it demonstrates the instructor's interest in them.
Mark
I utilize alot of hands on techniques and alot of role playing for real life situations
When I notice that eyes are starting to glaze and the phone texting starts happening, I jump into a different subject and become more animated. I fluctuate my speech and often relate a real life experience about how the topic applies to their future career. I get them laughing and once again engaged, and often start a discussion asking how they can see this topic affecting their future careers.
Hi Amanda:
Right! Activity, especially phyiscal movement such as lab or exercises that emphasis class interaction are useful break "stagnation lessons" (needed but not embraced with lots of enthusiasm and interest).
Regards, Barry
Depending on the course, maybe involve some physical activity along with the lecture content. Some students learn visually and with movement, so if they can remember what they were doing or seeing when they were learning certain vocabulary it may help those words stick out.
Many times I will stop discussion, ask some questions that are related to the learning, yet different than the material we have been covering. I have found taking a break sharing an article about what we have been covering that points out how someone else used the knowledge is heplful and generates comments and questions. This allows me to get back to the material while addressing they comments and questions they may have had. And giving the student a mental break.
Ask them questions about the topic that you have previously discussed.
I will sometimes have the entire class do a quick computer search on the topic we are discussing--for additional information, diagrams, etc. We then spend a few minutes discussing any new information we found.
There are several different things that I do to re-engage the students. If it is just one or two I may use proximity and specifically bring them into the lesson by asking their input on something that I know is important to them. When I see several students starting to lose it I will usually give a break. My class is 4 hours long so I must build breaks within the class. After the break I will usually attempt to engage the students in a brief discussion using current events or talk about real experiences in the work field. When doing this I will typically pick a topic that is directly related to the content of the class lecture.
